Transition Services provides information for students 14 years old and above.
The Manteno CUSD No. 5 Transition Services web page is designed to provide access to various resources that students, families, educators and other professional staff may want to utilize to assist students in planning for their post-secondary lives. The "Related Documents" and "Additional Pages" links on the right will provide connections for various aspects of post-secondary life such as:
- Transition Planning
- Post Secondary Education
- Post Secondary Military Options
- Employment and Careers
- Recreation and Leisure
- Community Resources
Content will continue to be added and updated regularly. Although we strive to report accurate information on this web page, Manteno School District is not responsible for the accuracy of the information from the various resources nor does the District endorse or guarantee any of the services, agencies, programs or facilities listed. Please understand that the information here is not exhaustive and that information sometimes changes quickly. We will strive to make updates as soon as possible.
The Mission of the Manteno High School Transition Program is to support students and their families as they prepapre for the transition to postsecondary life. The transition program provides opportunities and experiences that address the social, emotional, and intellectual needs of our students, encouraging them to reach their potential for post secondary education or training, to obtain meaningful employment, and to live independently within their community to the maximum extent possible.
The idea of transition implies movement from one situation to another. Transitions are a part of everyday life for all individuals; some transitions are more critical than others. In regard to the education of a youth with a disability, the transition from secondary (high school) to postsecondary life is one of the critical transitions. Illinois law mandates that transition planning must be initiated by age 14 for all youth who receive special and related services under IDEA.
A good working definition of transition that recognizes current thinking about its practice and implementation was prepared by the Council for Exceptional Children and, in part, states:
Transition refers to a change in status from behaving primarily as a student to assuming emergent adult roles in the community. These roles include employment, participating in postsecondary education, maintaining a home, becoming appropriately involved in the community. CEC, 1999
Effective transition planning requires a collaborative effort on the part of teachers, parents, administrators, related services providers, special education personnel, vocational assessment personnel, students, and others. In fact, the students themselves are encouraged to be active participants in conceptualizing and implementing their own transition into postsecondary education and employment. The student is gradually assisted to move toward the most suitable preparation for further learning, work, independence, self-support and successful community living. It is these goals that are addressed in the Transition section of the IEP.
Comprehensive transition planning requires a team approach. In order to prepare students for post secondary success many areas must be involved in the transition process.
Students are the primary focus and their involvement is essential; after all, this is all about the student and his or her future.
- be a full participant in planning for their future.
- become an effective self-advocate.
- maintain open communication with school staff, parents, and family.
- assume responsibility for actions and understand consequences associated with them.
- work toward academic, social and personal goals.
- develop a self-awareness of strengths and weaknesses.
- understand their disability and needs and be able to discuss and explain them.
Parent, Guardian, and/or Family members often become the service coordinators or transition specialists once school ends. For this reason it is imperative that they become informed and active in the transition planning.Family involvement in the transition process is crucial.
Parent, Guardian, and/or Family members should:
- participate in school meetings and conferences related to student, for example, the IEP meetings.
- provide information to the team on various issues the family will need to address, such as medical, social, financial, or guardianship issues.
- serve as an advocate for the student.
- develop the student's skills and knowledge to insure they become as independent as possible.
- encourage the student to be a self-advocate.
- insure student is receiving support as needed outside the school environment.
- plan for the financial requirements of post-secondary learning and living. This may include education, housing, recreation, insurance (particularly health), and more.
- set realistic expectations.
School Specific Personnel Include:
- Case Manager
- Teachers (special education, general education, special subject teachers)
- Transition Specialist
- Vocational Coordinator and/or Job Coach
- Related Service Providers (Social Worker, Occupational Therapist, Physical Therapist, Speech Therapist, etc.)
- Guidance Counselor
- District Administration
- Nurse's Office
- Vocational Rehabilitation Counselor
- Outside Agencies (typically invited later in the student's high school career)
- Others deemed as necessary